Yuyao Tong
Biographic Data
| ID | 9437859 |
|---|---|
| NAME | Yuyao Tong |
| GIVEN NAMES | Yuyao |
| FAMILY NAME | Tong |
| SIGNATURE | TONG Y |
| AFFILIATIONS | Guangzhou University |
| ORCID | 0000-0002-9482-0725 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Exploring pre-service teachers’ AI ethics and application strategies in a generative AI-supported knowledge-building community
With the rapid development of generative artificial intelligence (GenAI) and its applications in teacher education, it is essential to understand pre-service teachers’ perceptions and strategies for using GenAI and to explore their learning about AI ethics from an epistemological perspective. This involves integrating GenAI as a non-human epistemic agent into knowledge-building environments with a focus on human-AI collaboration. The participants…
Productive classroom dialogue and its association with student achievement in knowledge-building environments
The first purpose of the present study was to characterize progressive and metacognitive dialogue in knowledge-building classrooms. The second purpose was to examine the association between the quality of classroom dialogue and students’ learning outcomes, including domain knowledge and conception of collaboration. One hundred thirty college students and their teacher participated in this study. A total of 73 lessons were video-recorded. Qualitat…
Video-based analytics-supported formative feedback for enhancing low-achieving students’ conception of collaboration and classroom discourse engagement
Discursive engagement for intersubjectivity
Promoting low-achieving students’ epistemic understanding of discourse
This study examined fostering low-achieving students’ epistemic understanding of discourse in knowledge building classrooms using video-based visual learning analytics. The participants were two Grade 9 visual arts classes of low-achieving students. The experimental class (n = 33) engaged in a knowledge building classroom supported by video-based visual learning analytics, and the comparison class (n = 29) in a regular knowledge building classroo…
A visual learning analytics approach for knowledge building
In this study, we examine the design process for a visual learning analytics (VLA) approach in addition to its effect on developing students' epistemic understanding of discourse and relationships to promote knowledge‐building inquiry. Over a 3‐month period, an experimental class of secondary school students took a visual arts course using a knowledge‐building design augmented by VLA, while a comparison class took the same course within a regular…
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Promoting low-achieving students’ epistemic understanding of discourse
This study examined fostering low-achieving students’ epistemic understanding of discourse in knowledge building classrooms using video-based visual learning analytics. The participants were two Grade 9 visual arts classes of low-achieving students. The experimental class (n = 33) engaged in a knowledge building classroom supported by video-based visual learning analytics, and the comparison class (n = 29) in a regular knowledge building classroo…
A visual learning analytics approach for knowledge building
In this study, we examine the design process for a visual learning analytics (VLA) approach in addition to its effect on developing students' epistemic understanding of discourse and relationships to promote knowledge‐building inquiry. Over a 3‐month period, an experimental class of secondary school students took a visual arts course using a knowledge‐building design augmented by VLA, while a comparison class took the same course within a regular…
Productive classroom dialogue and its association with student achievement in knowledge-building environments
The first purpose of the present study was to characterize progressive and metacognitive dialogue in knowledge-building classrooms. The second purpose was to examine the association between the quality of classroom dialogue and students’ learning outcomes, including domain knowledge and conception of collaboration. One hundred thirty college students and their teacher participated in this study. A total of 73 lessons were video-recorded. Qualitat…
Video-based analytics-supported formative feedback for enhancing low-achieving students’ conception of collaboration and classroom discourse engagement
Discursive engagement for intersubjectivity
Exploring pre-service teachers’ AI ethics and application strategies in a generative AI-supported knowledge-building community
With the rapid development of generative artificial intelligence (GenAI) and its applications in teacher education, it is essential to understand pre-service teachers’ perceptions and strategies for using GenAI and to explore their learning about AI ethics from an epistemological perspective. This involves integrating GenAI as a non-human epistemic agent into knowledge-building environments with a focus on human-AI collaboration. The participants…
Innovative Teaching and Learning Methods (5 works) · Psychology (5 works) · Mathematics education (4 works) · Computer Science (3 works) · Online and Blended Learning (3 works) · Analytics (2 works) · Cognition (2 works) · Data science (2 works) · Education and Critical Thinking Development (2 works) · Educational Strategies and Epistemologies (2 works)